Synopses & Reviews
A curious ambiguity surrounds errors in professional working contexts: they must be avoided in case they lead to adverse (and potentially disastrous) results, yet they also hold the key to improving our knowledge and procedures. In a further irony, it seems that a prerequisite for circumventing errors is our remaining open to their potential occurrence and learning from them when they do happen. This volume, the first to integrate interdisciplinary perspectives on learning from errors at work, presents theoretical concepts and empirical evidence in an attempt to establish under what conditions professionals deal with errors at work productively--in other words, learn the lessons they contain. By drawing upon and combining cognitive and action-oriented approaches to human error with theories of adult, professional, and workplace learning this book provides valuable insights which can be applied by workers and professionals. It includes systematic theoretical frameworks for explaining learning from errors in daily working life, methodologies and research instruments that facilitate the measurement of that learning, and empirical studies that investigate relevant determinants of learning from errors in different professions. Written by an international group of distinguished researchers from various disciplines, the chapters paint a comprehensive picture of the current state of the art in research on human fallibility and (learning from) errors at work.
Synopsis
This book provides theoretical concepts and empirical evidence for the question under what conditions professionals or teams of professionals are able to learn from their errors at work. It closes the gap in research on learning from errors in professional contexts. This endeavour requires drawing upon and integrating cognitive and action oriented approaches to human error with theories of adult, professional, and workplace learning. Therefore an international group of distinguished researchers with various backgrounds (education, organisational studies, cognitive psychology, educational psychology, work and organisational psychology) contribute both theoretical and empirical pieces of research. Although the primary focus is on individual professionals, this volume integrates conceptions of individual, team, and organisational learning from errors.
Synopsis
Human Falibility explores how
Synopsis
Human Falibility explores how
Synopsis
Human Falibility explores how
Synopsis
Human Falibility explores how
Synopsis
Human Falibility explores how
Synopsis
Human Falibility explores how
Synopsis
Human Falibility explores how
Synopsis
Human Falibility explores how
Synopsis
Human Falibility explores how
Synopsis
Human Falibility explores how
Synopsis
Human Falibility explores how
Table of Contents
Introduction 1. Learning from errors in the professions - issues between safety management and professional development (Johannes Bauer & Christian Harteis) Errors, their learning potential, and the processes of learning from errors 2. Knowledge about errors: models of its acquisition, representation, and application (Hans Gruber & Michael Mohe) 3. Error judgments as assertion of interests (Helmut Heid) 4. Sociocultural perspectives on errors and learning from errors (Stephen Billett) Methodological strategies 5. Research on errors and learning from errors: methodological perspectives (Klaus Mehl & Theo Wehner) 6. Measuring organisational climate for learning from errors (Daniel Putz, Jan Schilling, & Annette Kluge) 7. Knowing what to avoid in studies on learning from errors (Johannes Bauer) Learning from errors in the professions 8. Focusing outcomes of learning from errors: negative knowledge in professional practice (Martin Gartmeier, Hans Gruber, & Helmut Heid) 9. Error orientation and intuitive decision making: Results of an exploratory study in the domain of emergency medicine (Christian Harteis & Barbara Morgenthaler) 10. Reflecting on learning from errors in school instruction - findings and suggestions from a Swiss-German video study (Manfred Prenzel, Tina Seidel & Inger Marie Dalehefte) Enabling learning from errors 11. The role of after-event reviews on learning from errors (Shmuel Ellis) 12. Dealing effectively with errors during training (Nina Keith) 13. Incident Reporting Systems in hospitals: how does learning occur using this organisational instrument? (Yvonne Pfeiffer & Theo Wehner) Conclusion 14. Issues for establishing a research base on learning from errors: a critical discussion of the chapters in this volume (Christian Harteis & Johannes Bauer)